Story of NC History

1. How would you prep your students prior to their visit to the museum?As a teacher how would you guide your students through the exhibits? (would you provide them with worksheets, scavenger hunt, what would they be looking for?)
   • Content wise this would be a great end of year activity. Especially because I hope and plan to use timelines in my classroom. So, I would do a review day and briefly go over all the main topics that we had studied that year just so it is fresh in their mind. Then I would briefly talk about all the parts of the exhibits so that the students know what to expect.
   • Assign any groups now so they know what they are going to do already when they arrive at the museum.
2. As a teacher how would you guide your students through the exhibits? (would you provide them with worksheets, scavenger hunt, what would they be looking for?)
   • I would definitely make a work sheet or packet for them to follow ( a story with missing parts, see field trip guide) This would be a really great opportunity to utilize tech such and iPads and flipcams. Either way I would have them answer certain question that would let me know they looked at the different exhibits, but also I would ask questions that require a little bit of thinking. The laminated packet at the museum had some great questions. The question for the Native American section of the exhibits was: Take a closer look, do any of the tools use during this time have modern day equivalents? This way I can ensure that not only did they get a look at everything but they also were involved and did some higher order thinking on the subject.
3. Which sections of the exhibits would you focus on the most? Why?
   • As I mentioned before I would do this at the end of the year, so I would want to focus on the whole thing. However if you were to go in at a certain time when you are doing just one time in History then the way the exhibit is laid out there is tons of information available about every era.
4. What types of activities would you create while the students are visiting the museum? (be specific and provide concrete examples when possible)
   • One activity would be to send out kids with flipcams, or their own camera so they could take picture, that they could add to their personal timelines.
   • Relating to the last question I would separate my students into groups and have each group focus on one era in history. I think there were six or seven areas. I would want to have three to four students in each area and I could send them out with filpcams and they would have to take pictures so they could later create a short web presentation with voice or captions (that could put on our class website!! HOPEFULLY) on their area, highlighting the key events and or people of that era.
5. How would you extend the activities into the classroom?
   • The second point in question for talk about a presentation put on the class website, we could watch the presentations in class then ask if anybody learned anything new about North Carolina that they didn't before.
   • Then what I would really love to do is to have each person make a diorama of their period they did in their groups, this would make three to four dioramas for each section. then we could put them up in class, with the class timeline I hope to have, and have our our classroom exhibit of "The story of NC History." SO COOL!!!
6. What questions or concerns might you have as a teacher taking a group of students to a museum with vast exhibits?
   • I would worry about students staying on task, however the the activities I have suggested would be enough to keep them busy.
   • I would worry about students being inappropriate, obnoxious or rude to other patrons of the Museum. I would hope to have a classroom atmosphere where respect is paramount, so though I would make known the consequences (IE lunch with me for the rest of the week) but hope that I wouldn't have to use them.

Field Trip Guide: (3 hours)

• Stay in this exhibit
• Maintain your "School-time Self." We are ambassadors of our school lets show the other patrons how mature and smart we can be.
  • be respectful of others
  • be polite
  • read the signs, follow what they say
  • share
  • use your indoor voice
  • Be appropriate!!
• Consequences for not following the rules, or being disruptive in anyway will earn you lunch with me for the five days.
  
  

• In groups or individually:
  1. Take this time to explore the exhibit. Spend as much time as you want at any part of it. You will have a worksheet telling the story of Norton or Caroline States (names open to suggestion). Because of some difficulties with the time machine some of the words, names, and phrases from their have been lost. You will need to fill in the blanks in their story by following the story as they travel to all the different time periods, meet new people and have some great experiences! (Required) Suggested time: 60 minutes
  2. When you are finished you may use this time to further explore the exhibit. While you are walking around the exhibit you may think about taking some pictures to add to you personal timeline.(optional) Suggested time 30 minutes
  3. When you are finished or by the specified time meet back in the main lobby next to Scotty McCreery!

• Get into you time period groups:
  1. You will need to take at least five to six pictures of your area to put in your presentation. You can be in them, have fun, but remember your "school-time self," be appropriate. (Required) Suggested time: 30 minutes
  2. Gather enough information to give a 5 minute presentation with your pictures. You don't have to talk about everything just highlight key people , places and events (5 items). (Required) Suggested time: 30 minutes
  3. Each member of your group will need to pick a particular aspect of you time period. You will be creating a diorama for our in class exhibit so make sure that you take pictures and write down everything you need to make a really excellent scene. Follow the rubric and project outline given to you in class. (Required) Suggested time: 30 minutes
  4. When you are finished or by the specified time meet back in the main lobby next to Scotty McCreery!

• Employ volunteer shapeliness to help observe and monitor the children
• Norton and Carolina will be two different work sheets; possibility to differentiate the activity for different learners.
• This assumes that all tech has been previously used or at least explained and the students know what to do by this time.